Comprehension Assessment Teacher Survey

We are in the process of collecting data to evaluate how reading comprehension is being assessed in learning support classrooms throughout the district. We will also be examining how teachers determine and report student independent and instructional reading levels. Please answer the following questions regarding reading comprehension assessment in the learning support classroom.


A red asterisk (*) indicates required questions.

  1. What grade level(s) do you teach for reading?*


  1. When using a Reading A to Z (RAZ) book for instruction, how long does it typically take to get through the book?*


  1. Do you use the RAZ comprehension quick checks that go along with the books?
    * RAZ comprehension quick checks are the multiple choice/essay quizzes that accompany all leveled books.
    *
    Yes
    No


  1. How do you use the RAZ comprehension checks for leveled books? Do students take quizzes after the books have been used during instruction? OR Do students take quizzes for books they have read independently?*


  1. On average, how many comprehension quizzes do students take in one quarter?*


  1. How do you determine that a student is ready to be assessed using a RAZ benchmark book? What criteria do you use to determine a student is ready to move onto the next RAZ level?
    * RAZ benchmark books are the two books supplied at every level. They are read by students and questions are asked orally. *


  1. On average, how many benchmark book assessments do your students take in one quarter?
    *


  1. What is the highest level text you use from the DRA kit to assess your students?*


  1. If you use DRA level 28 texts or higher, do students write their responses or do you scribe their responses?*


  1. Do you receive better information from DRA assessments or RAZ benchmark books?
    *


  1. List any additional curriculum based assessments you use to assess comprehension.*


  1. Are the curriculum based assessment given for text that has been used for instruction or for text that has not been used for instruction (i.e.. text students have not worked with previously)?


  1. Where do you report RAZ assessments in student IEPs? (i.e. in present ed. levels, goals, quarterly progress reports)
    *


  1. What data do you use to generate IEP goals?